W3006: Multistate Agricultural Literacy Research
(Multistate Research Project)
Status: Active
Date of Annual Report: 12/14/2020
Report Information
Annual Meeting Dates: 09/18/2020
- 09/18/2020
Period the Report Covers: 10/01/2019 - 09/30/2020
Period the Report Covers: 10/01/2019 - 09/30/2020
Participants
Kellie Enns, Colorado State University Kellie.enns@colostate.eduGaea Hock, Kansas State University ghock@ksu.edu
Rose Judd-Murray, Utah State University rose.juddmurray@usu.edu
Michael Martin, Colorado State University Michael.j.martin@colostate.edu
Debra Spielmaker, Utah State University debra.spielmaker@usu.edu
Denise Stewardson, Utah State University denise.stewardson@usu.edu
Josh Stewart, Oregon State University josh.stewart@oregonstate.edu
Cary Trexler, University of California—Davis cjtrexler@ucdavis.edu
Kathryn Stofer, University of Florida stofer@ufl.edu
Jonathan Velez, Oregon State University jonathan.velez@oregonstate.edu
Thomas Dormody, New Mexico State University tdormody@nmsu.edu
Kevin Curry, Pennsylvania State University kxc554@psu.edu
Carl Igo, Montana State University cigo@montana.edu
Gigette Webb, University of Arizona gigettewebb@email.arizona.edu
Hailey Clement Traini, Oregon State University haley.clement@oregonstate.edu
Amber Rice, University of Arizona amrice@email.arizona.edu
Brian Warnick, Utah State University brian.warnick@usu.edu
Brief Summary of Minutes
Multistate Agricultural Literacy Research Committee (W3006) Fall Meeting
September 18, 2020, via Zoom
Members Present:
Kellie Enns, Colorado State University Kellie.enns@colostate.edu
Gaea Hock, Kansas State University ghock@ksu.edu
Rose Judd-Murray, Utah State University rose.juddmurray@usu.edu
Michael Martin, Colorado State University Michael.j.martin@colostate.edu
Debra Spielmaker, Utah State University debra.spielmaker@usu.edu
Denise Stewardson, Utah State University denise.stewardson@usu.edu
Josh Stewart, Oregon State University josh.stewart@oregonstate.edu
Kathryn Stofer, University of Florida stofer@ufl.edu
Jonathan Velez, Oregon State University jonathan.velez@oregonstate.edu
Thomas Dormody, New Mexico State University tdormody@nmsu.edu
Kevin Curry, Pennsylvania State University kxc554@psu.edu
Carl Igo, Montana State University cigo@montana.edu
Gigette Webb, University of Arizona gigettewebb@email.arizona.edu
Hailey Clement Traini, Oregon State University haley.clement@oregonstate.edu
Amber Rice, University of Arizona amrice@email.arizona.edu
Brian Warnick, Administrative Advisor, Utah State University brian.warnick@usu.edu
Members Absent:
Cary Trexler, University of California—Davis cjtrexler@ucdavis.edu
Kimberly Bellah, Murray State University kbellah@murraystate.edu
Nellie Hill, New Mexico State University nhill@nmsu.edu
Tiffany Rogers-Randolph, Kansas State University trogersrandolph@ksu.edu
Jihyeong Son, Washington State University jihyeong.son@wsu.edu
The meeting was called to order at 9:00 a.m. MST by Debra Spielmaker, chair.
Gaea Hock moved to accept the meeting minutes of April 24, 2000; seconded by Jonathan Velez. Motion carried.
Note: General information and objectives for this Agricultural Literacy Multistate Research Project (W3006) are available at https://www.agliteracy.org/research/multistate.cfm
The official site for this project is https://www.nimss.org/ where project details including participants and minutes are on file. Use “3006” in search.
Please make sure to double-check that your name is on the participant list along with your selected objectives. This is a five-year project, so please select objectives accordingly.
Objectives:
- Assess the agricultural knowledge of diverse population segments related to agriculture, including consumers, students, and producers. Specifically, explore and/or measure: a. points of acquisition of agricultural knowledge; b. decisions made based on assessed knowledge.
- Assess attitudes, perceptions, and motivations of diverse population segments related to agriculture, such as consumers, students, and producers. Specifically, explore and/or measure: a. how perceptions, attitudes and motivations are developed; b. decisions made based on assessed attitudes, perceptions, and motivations; c. behavior changes that have occurred due to changes in attitude, perceptions, and/or motivation.
- Evaluate agricultural literacy programs to measure program impact. Specifically:
a. measure impacts of agricultural literacy programs related to critical thinking and problem solving; b. explore and evaluate peer and participant-centered agricultural literacy programming methods to determine their effectiveness in addressing defined agricultural literacy outcomes.
Members and guests of the committee introduced themselves.
Members provided an overview of their work on W3006:
- Josh Stewart (OSU): Submitted grant on agricultural literacy with AITC for self-paced curriculum for teachers/students; ongoing conversation with AITC. Working towards JMALI use; reaching out to academic programs office to get emails for incoming freshmen
- Jonathan Velez (OSU): Developing Agricultural Science and Natural Resources Research minor; developed six agricultural communication courses; involved in Summer Ag Institute: 1000 teachers over the years with Oregon Farm Bureau (K-12 teachers), one-week intro to agriculture—captive audience provides opportunity for research
- Haley Traini (OSU): Oregon AITC working with middle school clubs on virtual fieldtrips; OSU Leadership Academy undergraduates—how agricultural leaders as undergraduates facilitate agricultural literacy
- Tom Dormody (NMSU): Looking at keyhole gardens built at university research center: agricultural science students teach 2nd graders + K-3 teachers on gardens; surveyed them on K-2 NALOS: were keyhole gardens effective in teaching the NALOS? Rated it high for teaching agricultural literacy; Tom submitted to Journal of Extension, considering K-12 agricultural education journal (Debra: Revising NALOS; encouraging participants to let her know of publications so she can curate publications on agliteracy.org)
- Kevin Curry (Penn State): Science literacy research, working with 2nd grade elementary Master Gardener project—raised beds, planted seeds for salad party, pollinators; affective measures regarding agricultural literacy; pilot data of quantitate and qualitative data (attitudes, behaviors); hoping to be in gardens in spring
- Gaea Hock (Kansas State): Youth Water Advocates Conference (AES project tied to multistate project)—hired undergraduate to move project forward; collect data with this group; reminder: Look at how your university assigns/funds/administers AES projects; plans to send out JMALI to university students (university very careful about emails to students); editor of The Agricultural Education Magazine, theme in May/June 2021—Tell Me Something Good https://www.naae.org/profdevelopment/magazine/themes.cfm. Virtual AgriLand at Kansas State Fair: https://ksagclassroom.org/virtual-agriland/
- Carl Igo (Montana State University): Still working on revisions to state AITC program, hiring new director; current COVID protocols limit access to university classroom populations thereby limiting use of JMALI; NIFA/PDAL proposal accepted, food/fiber project previously administered looking at long-term follow-up, collecting focus group data in Oklahoma and Montana cohorts (possible Oregon and Utah); retrospective piece will create videos of teaching these agricultural literacy lessons, shared via NAITC
- Katie Stofer (University of Florida): Looking at using JMALI with two populations—spring semester freshmen (Innovation Academy) and transfer students. Working on teacher education agricultural literacy programs using qualitative research; working with Debra and Rose on a proposal to implement volunteer base for administering agricultural literacy (Katie is evaluator)
- Amber Rice (University of Arizona): Works with Gigette Webb (AITCO and teacher education preparation; online master’s students interested in agricultural literacy, working on ways to capitalize on that population/interest; hoping to distribute Qualitrics survey to U of A students
- Gigette Webb (Arizona AITC state contact): Looking forward to working with Amber Rice on research opportunities; conducted successful summer virtual academy with teachers, can use that population for future research
- Michael Martin (CSU): College-aged and adult populations—how people think about agricultural literacy via a political perspective (idealogy): how do they define an agriculturally literate person? Hoping to administer the JMALI survey in the future; Western AAAE poster on how to incorporate diversity into an agricultural education course
- Kelli Enns (CSU): College of Agriculture hired an instructor to promote Ag Adventure programming and experiences for freshmen in college of ag, how to build community in that college; targeted that class for JMALI but inconsistencies in class formats too great for good data collection; National Western Stock Show renovated; CSU will have three buildings to provide year-round engagement daily beginning January 2022; working with AmeriCorps volunteers using agricultural literacy curriculum in afterschool programs; agricultural literacy picked up as fundamental goal in college’s strategic plan
- Rose Judd-Murray (USU): Agricultural literacy certification grant via USDA with Debra and Katie; working to finish grades 6-8 version of JMALI but delayed due to COVID; hoping to collect data in spring from USU student populations; reminder that universities can use USU’s IRB process to administer surveys; nonformal and community-based USU students looking for internships—perhaps looking at CSU opportunities in the future
- Denise Stewardson (Utah AITC): Can offer populations via state AITC program and university general education agricultural literacy course; interested in replicating afterschool agricultural literacy program from CSU
- Debra Spielmaker (USU): NALO grades 6-8 assessment using crowd sourcing via social media (completed application online but COVID halted the opportunity), hoping to follow up with teachers in spring; eLearning resources created via NCAL; co-PI on USDA Rapid Response grant application; Amelia Miller conducting research on descriptive study on teachers using MyBinder feature of NAITC Agricultural Literacy Curriculum Matrix; Rose’s master’s graduate student examining teachers who downloaded JMALI instruments and sharing proficiency levels of those students; Amelia Miller also looking on data collected related to mobile agricultural literacy labs regarding attitudes, perceptions; looking at teachers’ use of resources: credibility, science-based
Review of JMALI assessment (via Qualtrics) for end of 12th grade (9-12) to be used for university students: This link was shared with all participants to view the survey/assessment. As this is a public document the link is not shared here.
- Time commitment = 20 minutes noted on IRB, but that was high end
- Instrument was validated ages 18-23, so useful beyond freshman year
- Useful for agriculture and non-agriculture students; ideal population is first semester freshmen students (summative assessment of end-of-12th grade students)
- Ideal population is all freshmen at a particular institution
- Can this be used spring semester 2021?
- Suggestion: Break question #6 into formal and nonformal experiences
This discussion led to requests for another meeting to revise the Qualtrics survey, adapt it for a specific institution, make a plan to administer the survey (population and timeline).
Debra will share Qualtrics link for revisions; a meeting will be scheduled within the next month to revise the survey. The plan is to administer the survey in spring 2021.The minutes of April 24, 2020, have the IRB protocol.
Meeting adjourned at 11:03 a.m.
Multistate Agricultural Literacy Research Committee (W3006) Meeting
April 24, 2020, via WebEx
Members Present:
Kellie Enns, Colorado State University Kellie.enns@colostate.edu
Gaea Hock, Kansas State University ghock@ksu.edu
Rose Judd-Murray, Utah State University rose.juddmurray@usu.edu
Michael Martin, Colorado State University Michael.j.martin@colostate.edu
Debra Spielmaker, Utah State University debra.spielmaker@usu.edu
Denise Stewardson, Utah State University denise.stewardson@usu.edu
Josh Stewart, Oregon State University josh.stewart@oregonstate.edu
Cary Trexler, University of California—Davis cjtrexler@ucdavis.edu
Brian Warnick, Administrative Advisor, Utah State University brian.warnick@usu.edu
Members Absent:
Kimberly Bellah, Murray State University kbellah@murraystate.edu
Haley Clement, Oregon State University haley.clements@oregonstate.edu
Kevin Curry, Pennsylvania State University kxc554@psu.edu
Thomas Dormody, New Mexico State University tdormody@nmsu.edu
Carl Igo, Montana State University cigo@montana.edu
Amber Rice, University of Arizona amrice@email.arizona.edu
Kathryn Stofer, University of Florida stofer@ufl.edu
Jonathan Velez, Oregon State University jonathan.velez@oregonstate.edu
Gigette Webb, University of Arizona gigettewebb@email.arizona.edu
Guests Present:
Jenny Bennett, Colorado State University Jennifer.bennett@colostate.edu
Sasha Broadstone, Utah State University sasha.broadstone@usu.edu
The meeting was called to order at 1:00 p.m. MST by Debra Spielmaker, chair.
Members and guests of the committee introduced themselves.
Sasha Broadstone, Utah State University, introduced herself and explained her role with the Institutional Review Board (IRB). Sasha will provide information and answer questions relating to the committee’s research and the use of IRB.
Note: General information and objectives for this Agricultural Literacy Multistate Research Project (W3006) is available at https://www.agliteracy.org/research/multistate.cfm
The official site for this project is https://www.nimss.org/ where project details including participants and minutes are on file. Use “3006” in search.
Spielmaker explained the project’s objectives:
- Assess the agricultural knowledge of diverse population segments related to agriculture, including consumers, students, and producers. Specifically, explore and/or measure: a. points of acquisition of agricultural knowledge; b. decisions made based on assessed knowledge.
- Assess attitudes, perceptions, and motivations of diverse population segments related to agriculture, such as consumers, students, and producers. Specifically, explore and/or measure: a. how perceptions, attitudes and motivations are developed; b. decisions made based on assessed attitudes, perceptions, and motivations; c. behavior changes that have occurred due to changes in attitude, perceptions, and/or motivation.
- Evaluate agricultural literacy programs to measure program impact. Specifically:
a. measure impacts of agricultural literacy programs related to critical thinking and problem solving; b. explore and evaluate peer and participant-centered agricultural literacy programming methods to determine their effectiveness in addressing defined agricultural literacy outcomes.
Please make sure to double-check that your name is on the participant list along with your selected objectives. This is a five-year project, so please select objectives accordingly.
Rose Judd-Murray gave a presentation on her doctoral research on the development of grade 9-12 assessments for measuring proficiency levels in agricultural literacy—the Judd-Murray Agricultural Literacy Instrument (JMALI). Details are available at https://www.agliteracy.org/research/assessment.cfm This can be used as a summative assessment and is currently being conducted in higher education populations.
Rose then explained how others could use the USU approved IRB protocol within their own institution. She explained that to conduct research with this assessment, institutions who are members of the Smart IRB system could easily use Smart IRB for protocol approval, https://smartirb.org/reliance/. Rose provided a link to a Google Drive folder where her presentation and the forms could be found. Institutions wanting to participate in research with eth JMALI this fall as part of this Multistate Research should go through these steps (these are outlined in the PowerPoint presentation in the Google Drive folder):
- If you plan to get involved, email Judd-Murray (juddmurray@usu.edu) with intent to participate and provide your email associated with Google Drive.
- Access the SMART IRB: Online Reliance System (if your institution is a member, https://smartirb.org/reliance/) or use the Reliance Agreement Template in the Google folder.
- File a reliance agreement via https://smartirb.org/reliance/ you will receive approval, or submit the Agreement template and Rose will add you to USU’s IRB agreement.
- This is an exempt protocol; some universities don’t provide the exempt certificate, so you may need to reach out to your institution about their procedures. These materials have already been developed which you can use for your protocol.
- Anonymity: Most institutions have an anonymity requirement when students are used as a population in on-campus research. USU uses the SONA system to ensure no personal information collected. Your institution may have a similar system. The SONA system, and others like this one, are used to distribute surveys and maintain anonymity. Researchers will need to describe the method of distribution that will be used to maintain anonymity withing their institution. Compensation options are built into SONA, and researchers may want to consider compensation for students who opt into participating (e.g., extra credit for a particular class). The JAMLI Assessment takes approximately 20 minutes.
- Once notified that an institution wants to participate, Judd-Murray will copy the Qualtrics survey and provide each institutional lead with access to link the Qualtrics Survey with the SONA (or other) institutional program for distribution.
The intended timeline for this project: Fall semester 2020 (first 2 weeks in) and Spring semester 2021 (first 2 weeks in). This means the IRB agreements need to get in place this summer. Judd-Murray encouraged participants to reach out to other colleagues nationwide to participate.
Brian Warnick, administrative advisor for this project, stated that this type of research has been discussed for more than 15 years; this is a true multistate effort and is very exciting! He encouraged as much participation as possible from all project participants.
Meeting adjourned at 2:10 MST.
Accomplishments
Publications
Impact Statements
Date of Annual Report: 12/07/2021
Report Information
Annual Meeting Dates: 09/27/2021
- 09/29/2021
Period the Report Covers: 10/01/2020 - 09/30/2021
Period the Report Covers: 10/01/2020 - 09/30/2021
Participants
Members Present:Kevin Curry, Pennsylvania State University kxc554@psu.edu
Kellie Enns, Colorado State University Kellie.enns@colostate.edu
Carl Igo, Montana State University cigo@montana.edu
Gaea Hock, Kansas State University ghock@ksu.edu
Rose Judd-Murray, Utah State University rose.juddmurray@usu.edu
Jihyeong Son, Washington State University jihyeong.son@wsu.edu
Debra Spielmaker, Utah State University debra.spielmaker@usu.edu
Denise Stewardson, Utah State University denise.stewardson@usu.edu
Josh Stewart, Oregon State University josh.stewart@oregonstate.edu
Kathryn Stofer, University of Florida stofer@ufl.edu
Haley Clement Traini, Oregon State University haley.clement@oregonstate.edu
Gigette Webb, University of Arizona gigettewebb@email.arizona.edu
Brian Warnick, Administrative Advisor, Utah State University brian.warnick@usu.edu
Guests Present:
Jenny Bennet, Colorado State University: jennifer.bennett@colostate.edu
Michelle Burrows, Utah State University michelle.burrows@usu.edu
Amelia Miller, Utah State University amille2@michfb.com
Jihyeong Son, Washington State University jihyeong.son@wsu.edu
Brief Summary of Minutes
The meeting was called to order at 8:00 AM MST by Debra Spielmaker, chair.
Note: General information and objectives for this Agricultural Literacy Multistate Research Project (W3006) are available at https://www.agliteracy.org/research/multistate.cfm
The official site for this project is https://www.nimss.org/ where project details including participants and minutes are on file. Use “3006” in search.
Please make sure to double-check that your name is on the participant list along with your selected objectives.
Objectives:
1. Assess the agricultural knowledge of diverse population segments related to agriculture, including consumers, students, and producers. Specifically, explore and/or measure: a. points of acquisition of agricultural knowledge; b. decisions made based on assessed knowledge.
2. Assess attitudes, perceptions, and motivations of diverse population segments related to agriculture, such as consumers, students, and producers. Specifically, explore and/or measure: a. how perceptions, attitudes and motivations are developed; b. decisions made based on assessed attitudes, perceptions, and motivations; c. behavior changes that have occurred due to changes in attitude, perceptions, and/or motivation.
3. Evaluate agricultural literacy programs to measure program impact. Specifically:
a. measure impacts of agricultural literacy programs related to critical thinking and problem solving; b. explore and evaluate peer and participant-centered agricultural literacy programming methods to determine their effectiveness in addressing defined agricultural literacy outcomes.
Debra opened discussion from the meeting in Anchorage in 2019 regarding the committee’s change in future leadership. Debra has led this committee for the past 12 years; consequently, Rose Judd-Murray agreed to take the committee chair position for the next two years.
Gaea Hock moved to elect Rose Judd-Murray (USU) as chair of the W3006 committee for the next two years (2021-2023); seconded by Haley Traini. Unanimous vote to approve.
Denise Stewardson has served as secretary of this multi-state committee for nearly 10 years but has decided to resign this position.
Gaea Hock moved to elect Jenny Bennett (CSU) as secretary by acclamation. Motion passed.
Brian Warnick, committee administrative advisor, provided an update. He commended the committee on gaining more traction in addressing the objectives of the proposed project. Members are encouraged to complete reports for formal submission to NIMMS. The committee has three years to address the objectives; impacts are important for reporting to validate the project. Members can review other multistate projects to see those documented objectives and impacts.
For a new project in 2024: The next project for study must be determined in 2023.
Brian thanked Debra and Denise for their service.
Debra reminded committee to search activity accomplishment reports at https://www.nimss.org/
The National Research Agenda for AAAE is approximately two years from being published. W3006 can address some of those priorities.
Gaea asked if there were a professional development need at National AAAE to inform others working on multistate projects, especially graduate students and new faculty. Can fellows or administrative-level faculty provide information? Brian Warnick will reach out to AAAE Professional Development chair to put this on the agenda for the national meeting. Debra is willing to assist this effort; it is important to help faculty navigate their experiment stations and understand that this committee is open to any region.
Debra has created a Google Doc with member’s responses to their progress on the W3006 objectives. Committee members reported on their research progress:
Gaea Hock & Nellie Hill
• Nellie joined W3006 in August 2021 and got approval from IRB to use the Judd-Murray Agricultural Literacy Instrument (JMALI). Data was collected from students on JMALI (survey is live and getting responses). Gaea and Nellie met with agriculture agents in Kansas and are attending the Kansas state conference to collect JMALI data in October 2021. Rose: Are you collecting data from all Extension agents (e.g., Home and Community, Agriculture and Natural Resources)? Gaea: Yes; we intend to collect data from all agents. Gaea is also collecting data from university courses in agricultural literacy. Gaea thanked Rose for her assistance; Gaea added a couple questions to JMALI for her research purposes. Josh Stewart and Haley Traini requested Gaea’s survey: Rose will share that survey.
Rose asked if there were a way to use National Center for Agricultural Literacy resources to incentivize responses to the JMALI survey. Debra said it may be possible; Brian encouraged members to look for other funding sources to provide incentives.
Kelli Enns
• Kellie created a Learning Lab in urban Denver (CSU lab in food and agriculture building, museum-like open to public): Elementary badging, MS bridging, HS career pathways. 11,000 contacts in two pop-up experiences; badged over 350 students (classroom experience and adventure/scavenger hunt). Lab is open 365 days/year. Summer internships are available; serves a K-12 audience. Lab educators being hired have no agricultural literacy experience. State officers will also have training. Second program: Agricultural literacy curriculum for Colorado to be used by AmeriCorps program; pilot-tested and picked up by two elementary schools (500 students). Kelli is using the Longhurst-Murray Agricultural Literacy Instrument (LMALI), badging for Grades 3-5; Third program: All college freshmen take course “Experiences in Agriculture.” Kelli is collecting JMALI data. Gaea Hock asked for course syllabus; Kelli Enns can provide that.
• CSU Spur https://nationalwesterncenter.com/csu-spur/ Curriculum is presented to all Extension agents. Agricultural teachers are presenting after-school programming.
Josh Stewart & Haley Traini
• Josh secured funding from a USDA Specialty Crop Block Grant for a virtual fieldtrip series; funding begins in October 2021 (working with Oregon AITC). OSU Extension will facilitate these fieldtrips in spring 2022. He is also working with OSU’s IRB office to complete approval for survey distribution.
Kevin Curry
• Spring 2021: Kevin surveyed junior and senior candidates in agricultural education teacher education. Students enrolled in a science literacy general education course also took the survey. Kevin will send date to Rose.
Jihyeong Son
• Received USDA grant in Extension Risk Management Education Program for small-scale farmers using social media for their marketing needs. Met with local farmers using social media for their marketing; collected data in 2020. This project meets project objectives for diverse populations.
Katie Stofer
• Transitioned her work into health extension (medical school/pharmacy school at UF working in preventative health) on bringing trust to rural populations. Hoping to get data on health side that may be relevant for agricultural literacy. Will collect data fall 2021 on JMALI from agriculture students.
Debra Spielmaker
• Bekka Israelsen, Utah AITC, is using preservice students to take 5th grade assessment to collect pre-knowledge and HS assessment as wrap-up with these students. Debra is working on middle school agricultural literacy assessment: teachers across the country provided populations to take survey (~500 students). Tango rewards were used as incentives; a graduate student is now needed to analyze data. NCAL is working on digital agricultural literacy badging for grades 3-5; will use submissions for data collection on agricultural literacy.
Amelia Miller
• Amelia is a second-year Ph.D. student conducting an independent study looking at data from NCAL Matrix users of the MyBinder function (virtual storage of lessons). As an innovative project for AAAE: Farm Crates via Michigan AITC subscription boxes for teachers (2 four-month subscriptions—$100 per four months—based on seasonal commodities tied to core educational standards). Content is created in NearPod and Pear Deck for teachers. Amelia is also analyzing date from a K-5 JMALI assessment in Iowa, using a case study on a particular school having success in using assessment.
Debra commented that several state AITC programs are using the JMALI literacy assessment which supports the objectives for W3006.
Michelle Burrows
• Michelle is working on data collection with NCAL—Google analytics of Matrix users and how they use the lessons. Looking at what is popular in specific regions (26 state programs that use the Matrix). She is also placing icons in lessons in the National Agricultural Literacy Curriculum Matrix to recognize socioscientific issues; Utah teachers are addressing socioscientific content in their curriculum.
Rose Judd-Murray
• Rose commented that in coming years, there is a need for Extension personnel due to retirements. Early career and mid-career agents need agricultural literacy—also needed by volunteers. AZ, NM, KS, CO, OR, UT are assisting her in surveying Extension agents. In spring 2021 she conducted assessment at Utah State University College of Agriculture & Applied Sciences general education courses. She has a master’s student using Google analytics looking at who is downloading the JMALI/LMALI assessments and how they’re using them: will they share the scores; what were barriers? Received USDA PDAL grant for agricultural literacy certification program: 50 teachers/volunteers/early career agricultural education professionals using 8-10 training modules (digital badging with 12 hours of instruction), pre- and post-assessments for pilot test. 500 teachers will roll it out. Katie Stofer is the evaluator for this grant. Michelle Burrows is helping with experts for Delphi panel.
Gaea is editor for The Agricultural Education Magazine. She asked for a theme editor for 2022. Kelli Enns volunteered to serve as theme editor for articles.
Meeting adjourned at 10:04 AM.
Accomplishments
<p>The W3006 just completed its second year working on agricultural literacy research. While COVID stalled some research goals, the committee has been working this past year to get programs and research studies in place to continue our research agenda. Several members secured additional grant funds this past year to initiate programming and research. These grants are noted in the minutes from the fall 2021 meeting. Accomplishments and limited impacts are reported under each of the W3006 objectives below. The committee is optimistic that we can return to our research agenda timeline to report greater impacts. Annual minutes are posted on the <a href="../../meetings/project/18611">NIMMS website</a>.</p><br /> <p><strong>Participants: </strong>https://www.nimss.org/meetings/project/18611</p><br /> <p><strong>Objectives:</strong></p><br /> <ol><br /> <li><strong>Assess the agricultural knowledge of diverse population segments related to agriculture, including consumers, students, and producers. Specifically, explore and/or measure: a. points of acquisition of agricultural knowledge; b. decisions made based on assessed knowledge.</strong></li><br /> </ol><br /> <p>Accomplishments – Outputs & Milestones</p><br /> <p>1a. Using the Judd-Murray Agricultural Literacy Instrument (JMALI), data was collected during the fall of 2021 at Kansas State University, Utah State University, Colorado State University, and Penn State University to determine how college students performed on a high school agricultural literacy assessment. Oregon State plans to collect data in the spring of 2022. The data will be analyzed and reported in May of 2022. The JMALI was also administered to Extension personnel in Utah to determine their performance on the assessment which will help to determine what, if any, professional development training may be needed.</p><br /> <p>1b. Utah State University researchers completed data collection on a grade 6-8 (middle school) National Agricultural Literacy Outcome assessment. The data will be analyzed, and a final instrument will be completed in April of 2022. The data collection used an innovative approach to gain access to students nationwide. Eighth grade teachers were recruited via social networks and served as "marketers" for the research and data collection. Participants were recruited via their teachers who used a video presentation to introduce students and their parents to the research. (<a href="https://docs.google.com/presentation/d/15vRhwfsb5W1E8bgKrwnaIeZ7PhRCs7HtIzT_-OiycjY/edit?usp=sharing">https://docs.google.com/presentation/d/15vRhwfsb5W1E8bgKrwnaIeZ7PhRCs7HtIzT_-OiycjY/edit?usp=sharing</a>). Responses were collected from 494 students.</p><br /> <p>Impacts</p><br /> <p>1a. Full impact is to be determined. This is the <strong>first-time research</strong> has been conducted to measure agricultural literacy among a college population with the same instrument. This approach allows us to conduct more valid analysis to measure significant differences related to knowledge, conduct correlations, and to develop predictive models (using regression analysis). The findings will help to construct programming at both the secondary and post-secondary levels to increase agricultural literacy.</p><br /> <p>1b. Full impact is to be determined. The development of the middle school (grade 6-8) agricultural literacy assessment will complete the package of assessments for K-12 education.</p><br /> <ol start="2"><br /> <li><strong>Assess attitudes, perceptions, and motivations of diverse population segments related to agriculture, such as consumers, students, and producers. Specifically, explore and/or measure: a. how perceptions, attitudes and motivations are developed; b. decisions made based on assessed attitudes, perceptions, and motivations; c. behavior changes that have occurred due to changes in attitude, perceptions, and/or motivation.</strong></li><br /> </ol><br /> <p>Accomplishments – Outputs & Milestones</p><br /> <p>None to report. Future projects are noted in the planned projects for 2022 (e.g., the Agricultural Literacy Certification program).</p><br /> <p>Impacts</p><br /> <p>To be determined.</p><br /> <ol start="3"><br /> <li><strong>Evaluate agricultural literacy programs to measure program impact. Specifically:<br /> measure impacts of agricultural literacy programs related to critical thinking and problem solving; b. explore and evaluate peer and participant-centered agricultural literacy programming methods to determine their effectiveness in addressing defined agricultural literacy outcomes.</strong></li><br /> </ol><br /> <p>Accomplishments – Outputs & Milestones</p><br /> <p>3a. Debra Spielmaker, Utah State University, completed data collection from state and territory Agriculture in the Classroom program leaders to evaluate program effectiveness. As the data collection frame was 2020, COVID impacted the results. Additional program data will be collected early in 2022 on the 2021 calendar year to determine the use of and impacts of critical thinking and problem-solving instruction within teacher professional development. As COVID impacted teacher professional development in 2021, this research question may be re-evaluated in 2022.</p><br /> <p>3b. Dr. Spielmaker completed research with a graduate student, Amelia Miller, using descriptive data to determine the characteristics and instructional resource saving patterns among users of the National Agricultural Literacy Curriculum Matrix. National analysis of teacher website behavior indicates nearly all teachers are sourcing lessons online (Scholastic, 2013). The findings were shared in a peer-reviewed research poster (noted in publications) titled “Characteristics of Agricultural Literacy Database Users.”</p><br /> <p>3c. Kellie Enns, Colorado State University, led the development of a Learning Lab focusing on food and agriculture. This lab is museum-like and open to the public. A new program implementing elementary student agricultural badging, middle school agricultural knowledge bridging, and a high school career pathways was launched. Over 11,000 contacts were made, and the program badged over 350 students (classroom experience and adventure/scavenger hunt). The lab is open 365 days/year. Summer internships have been made available to serve a K-12 audience.</p><br /> <p>3d. Dr. Enns also worked with others to develop an agricultural literacy curriculum for Colorado. This program will be used by the AmeriCorps program.</p><br /> <p>3e. CSU researchers also developed a program, “Experiences in Agriculture,” that will engage all College of Agricultural Sciences freshmen. As part of the assessment in the course, students will complete the JMALI to determine agricultural literacy gains.</p><br /> <p>Impacts</p><br /> <p>3a. The national descriptive data has been <strong>used to secure additional funding for the National Agriculture in the Classroom (NAITC) Organization</strong>. The mission of this organization is to "increase agricultural literacy through preK-12 education."</p><br /> <p>3b. The research demonstrated a limited success of NAITC’s Agricultural Literacy Curriculum Matrix MyBinder lesson plan saving feature. The target audience, number of users, diversity of states represented, grade/content affiliation, and top lessons downloaded all support the MyBinder to achieve the mission to increase agricultural literacy by providing educators with standards-based lessons. Based on the patterns observed, educators indicating specific grade level needs are saving those types of lessons. However, the extremely high percentage of one-day only logins cause for concern and signifies the need for greater promotion of the feature. <strong>The impact of this research highlights how time and funding should be spent to improve engagement among educators with vetted agricultural literacy resources.</strong> Findings suggested MyBinder, as a platform for saving instructional resources, requires greater professional development among agricultural literacy program leaders to share this resource with preK-12 educators. Additional research needs to be conducted to determine why MyBinder users are not returning to their binders. Future research using the Theory of Planned Behavior could address this question and answer more questions about the actual use of the instruction in classrooms, along with student agricultural literacy gains.</p><br /> <p>3c. <strong>To be determined. </strong>Dr. Enns is collecting data using the Longhurst-Murray Agricultural Literacy Instrument (LMALI) to determine the level of agricultural literacy among agricultural badging completers. The results will help determine the impact of this program.</p><br /> <p>3d. <strong>To be determined. </strong>The program will be evaluated, and participants will complete one of the National Agricultural Literacy Outcome assessments to determine the program’s impacts.</p><br /> <p>3e. <strong>To be determined. </strong>The program will be evaluated, and participants will complete the JMALI assessment to determine the program’s impacts.</p><br /> <p> </p><br /> <p><strong>Planned agricultural literacy research projects for 2022</strong></p><br /> <p>Use the JMALI to assess Kansas Extension agents and volunteers. (Kansas)</p><br /> <p>Conduct a study on using a retrospective approach to enhance agricultural literacy efforts. (Montana)</p><br /> <p>Complete the data analysis of the 6-8 National Agricultural Literacy Outcome assessment data. Complete the development of an Agricultural Literacy Certification Program (ALCP) for the final development of an ALCP where we can conduct evaluation research and use the National Agricultural Literacy Outcome assessments to measure agricultural literacy among participants and the audiences/students they work with. (Utah)</p><br /> <p>Conduct an analysis of the National Agriculture in the Classroom Facebook page to determine the type of posts that result in teachers/user taking action. (Utah)</p><br /> <p>Complete an analysis of the agricultural literacy assessment downloads and use. (Utah)</p><br /> <p>Analyze assessment results from 400 elementary students in Iowa on data collected in the spring of 2021. (Utah)</p><br /> <p>Analyze data currently being collected on elementary preservice students’ pre-posttest knowledge using the National Agricultural Literacy Outcome assessments. (Utah)</p><br /> <p>Collect data on students who have been part of the DIGS workshops and used the DIGS curriculum, measure the impact of badging on agricultural literacy achievement. Researchers developed an Agriculture Academy engaging 1,100 participants. Of this group, 165 students became Junior Ag Ambassadors at Larimer County Fair. The program will be formally evaluated in 2022. (Colorado)</p>Publications
<p>Appel, S. & <strong>Enns, K.</strong> (2021, September 27-29). <em>Laughter in literacy: Influencing youth agricultural literacy through a summer day camp</em> [Poster presentation]. American Association for Agricultural Education Western Region Conference.</p><br /> <p>Flood, K., & <strong>Curry Jr., K. W.</strong> (2021, June 21-24). <em>Assessing the agricultural literacy needs of preservice agriculture teachers.</em> [Poster presentation]. North American Colleges and Teachers of Agriculture.</p><br /> <p>Jarvis, S. (2020). <em>The influence of 4-H instructor beliefs on the teaching of animal food production to youth populations</em> [Doctoral dissertation, The University of Arizona]. University of Arizona Digital Archive https://repository.arizona.edu/handle/10150/648610. [<strong>Chair Rice, A.</strong>]</p><br /> <p>McFadden, B. R., Rumble, J. N., <strong>Stofer, K. A.,</strong> Folta, K. M., Turner, S., & Pollack, A. (2021). Gene editing isn’t just about food: Comments from US focus groups. <em>GM Crops & Food</em>, 1-11.</p><br /> <p>Miller, A. J., <strong>Spielmaker, D. M.</strong>, Blodgett, M. L., Ritter, T. S. (2021, September 27-29). <em>Agricultural literacy education for remote learning</em> [Poster presentation]. American Association for Agricultural Education Western Region Conference.</p><br /> <p>Miller, A. J. & <strong>Spielmaker, D</strong>. (2021, May 25). <em>Characteristics of agricultural literacy database users</em> [Poster presentation]. American Association for Agricultural Education National Conference. http://aaaeonline.org/resources/Documents/National/2021meeting/PosterSession2021.pdf</p><br /> <p><strong>Spielmaker, D. M.</strong> (2021, June 28-30). <em>2020 Agricultural literacy program reports</em> [Conference session]. National Agriculture in the Classroom Conference, Des Moines, IA, United States. https://www.jotform.com/report/21165465943605915</p><br /> <p>*W3006 committee members are bolded in the citations.</p>Impact Statements
Date of Annual Report: 11/11/2022
Report Information
Annual Meeting Dates: 09/19/2022
- 09/21/2022
Period the Report Covers: 10/01/2021 - 09/30/2022
Period the Report Covers: 10/01/2021 - 09/30/2022
Participants
Rose Judd-Murray, Chairperson, Utah State UniversityJenny Bennett, Colorado State University
Josh Stewart, Oregon State University
Jonathan Valez, Oregon State University
Kellie Enns, Colorado State University
Deb Spielmaker, Utah State University
Michelle Burrows, Utah State University
Nellie Hill, Kansas State University
Quincy Clark, Oregon State University
Whitney Stone, Oregon State University
Amelia Miller, Utah State University
Carl Igo, Montana State University
Kevin Curry, Penn State University
Denise Stewardson, Utah State University
Jamie Greig, University of Tennessee, Knoxville
Gaea Hock, Kansas State University
Shannon Norris-Parish, New Mexico State University
Brian Warnick, Utah State University, Administrative Advisor
Brief Summary of Minutes
The meeting was called to order at 8:00AM MST by Rose Judd-Murray, chair.
Note: General information and objectives for this Agricultural Literacy Multistate Research Project (W3006) are available at https://www.agliteracy.org/research/multistate.cfm
The official site for this project is https://www.nimss.org/ where project details including participants and minutes are on file. Use “3006” in search.
Please make sure to double-check that your name is on the participant list along with your selected objectives.
Objectives:
- Assess the agricultural knowledge of diverse population segments related to agriculture, including consumers, students, and producers. Specifically, explore and/or measure: a. points of acquisition of agricultural knowledge; b. decisions made based on assessed knowledge.
- Assess attitudes, perceptions, and motivations of diverse population segments related to agriculture, such as consumers, students, and producers. Specifically, explore and/or measure: a. how perceptions, attitudes and motivations are developed; b. decisions made based on assessed attitudes, perceptions, and motivations; c. behavior changes that have occurred due to changes in attitude, perceptions, and/or motivation.
- Evaluate agricultural literacy programs to measure program impact. Specifically:
a. measure impacts of agricultural literacy programs related to critical thinking and problem solving; b. explore and evaluate peer and participant-centered agricultural literacy programming methods to determine their effectiveness in addressing defined agricultural literacy outcomes.
- Minutes from the prior meeting
- Spielmaker moves to accept the minutes, with the edit of changing the date to 2019 in Anchorage and not in 2020.
- Second by Denise Stewardson
- Motion to accept, accepted
- Brian or Rose will amend the minutes from the previous meeting (done)
Updates from current W3006 projects
Rose Judd-Murray-USU
- Will building a new common IRB to measure multistate ag literacy help ease workload and collaboration. The old IRB we have been using lapsed in the spring.
- Question if it was helpful/ worth it to have a common IRB
- Question if it is more accessible to all who have solo IRBs
- Spielmaker- question about additional demographic data collection, let people know what questions you are asking to increase consistency and reliability with the instrument
- Rose will update the common IRB, taking suggestions for additions/ changes to IRB
- Multistate research project with Kansas state and NMSU to look at Extension professionals using the JMALI assessments to measure ag literacy in extension professionals and primary volunteers. Common IRB was created and collected lots of data – USU extension funded incentives. In all three states, there was consistency in levels of ag literacy. They were in the literacy in proficiency category. 75% of individuals surveyed were women and primarily in early careers. Rose would like to continue to explore this research with other states
Josh Stewart-OSU
- Introductions of additions to OSU team, recent IRB submission- population being all incoming College of ag students. Partnership with ag in the classroom for specialty crop grants and virtual field trips. They need to follow up with their partner, Jessica. COVID created lots of challenges regarding the development of this project. Rose asks the ideal number of students they would like to survey- Proposed 800. She is expecting to have at least 300-500 incoming.
Jonathan Valez- OSU
- Virtual field trips for Ag in the classroom programming took off. Surprised by how many students (300,000) participated. Summer ag institute, trying to do regional spin-offs of the program- trying to get some other programs started that are regionally affiliated to work with smaller institutions such as community colleges. They are starting an Ag Comms program up at OSU, new hires, etc. Currently a minor but to make a major in a few years. Ag Sciences and Natural Resources Communications.
Kellie Enns & Jenny Bennett- CSU
- Three significant initiatives in ag literacy- Grad students who took a yearlong ag lit curriculum and administered LMALI- showed significant growth in ag literacy. The second piece that was explored could we improve a student's desire to be involved in agriculture (affinity)—an exploration into affinity and Ag Lit. Second space, CSU put 3 buildings in Denver (food, animal health, water)- CSU Ag Ed has a learning lab, from a gift of 3 million dollars to provide more accessible ag literacy education. PBL will be administered to center to secondary ag programs to address critical issues in agriculture. CSU team has developed and facilitated a badging program for intensive ag literacy experiences at Ag events such as fairs and shows to become Junior Ag Ambassadors, a great way to include FFA members and other students from the College.
- Rose asks about evaluation at this learning lab, and Kellie is unsure of the methods at this point.
- The first PBL will launch in January, along with two hires. State Officers live in this space and will be doing a lot of the interpretive work of the SPUR center. CAMs on the road, working with USU and CSU on various projects
- Kellie suggested cross-state internships to allow non-formal students to have some internship experience.
Deb Spielmaker-USU
- A reminder that NCAL has lots of data sets and resources for collecting data. JMALI will be a Kahoot at FFA National Convention this year (about 23,000 FFA members). A unique wristband will be awarded, Indiana person will be operating the booth for Kahoot. The Ag literacy certification project is a big project Spielmaker is working on right now
- Michelle Burrows- USU
- Worked on growing a nation c3 framework alignment, working with Jenny B and Amelia M (grad students in CTE Ph.D. program) on state data from 2021 Ag in the Classroom state program reports. The USU team is Interested in surveying FFA members using the JMALI to measure their agricultural literacy. There is an interest in looking at what works on social media to get people to go to the matrix and download the lessons. Also, working with Texas ag in the classroom and measuring various data points
Nellie Hill & Gaea Hock- K State
- November, December 2022 JAE magazine theme is ag literacy- the editor is Kellie Enns. Gaea developed a cultivating ag literacy class at K state. They worked with Rose to collect data from undergrad students and extension professionals/ certified volunteers. Clarkson farms research- Amazon has a show called Clarkson farms. K State is looking at how this serves as a gateway to agriculture.
Quincy Clark- OSU
- New member excited to collaborate on creating a curriculum for underrepresented populations to teach problem-solving within an Ag context. The curriculum is for grades 4-6.
Whitney Stone- OSU
- Also, new member and excited to collaborate
Amelia Miller-USU
- Finished major project measuring Ag Literacy assessment in Iowa. She is also working with Jenny B on state reports of NCAL programs in 2021 and looking at a trend analysis of NCAL programs over the last 10 years. Brian Warnick and Deb Spielmaker conducted one from 2006-2010, so this would pick up after that. Dissertation, working on ag literacy certification program
Carl Igo- MSU
- At MSU, continuing to work on the USDA NIFA grant for a retrospective approach and looking for collaborators, ready to roll out the second phase of the project- IDing K-12 teachers who are effectively using the Ag literacy standards and integrating them. He would like to make 8–12-minute videos to engage students to be used as an instructional strategy video
- Two math teachers, two science, two SS, and two ELA- a total of 8 teachers. Videographers will come to them, OR they can be flown out to next summer's conference (perhaps).
- Preference for teachers who have been national award winners from the NCAL conference. But want to concentrate on teachers that integrate Al Lit outcomes to NGSS standards. Spielmaker says that she can help push that out through the listserv
- Reporting on Behalf of Shannon Arnold on agritourism, going across the western part of the US to help connect smaller production operations with the idea of agritourism, Western SAR grant (Deb S adds that this applies to W3006 objective 1)
Kevin Curry- Penn State
- Interested in using the JMALI instrument with preservice students and more general education students to measure ag literacy. Developed a similar ag literacy assessment for K-2nd grade level and have partnered with Elementary schools' challenges because COVID has postponed data collection
Denise Stewardson- USU
- Specialty crop block grant, paired with nutrition education. Got an extension grant also- paired nutrition resource boxes focused on grades 3-5 to put together nutrition resources rooted in agricultural literacy. Had flipped data collection to virtual- Now working on evaluation to investigate how nutrition education impacts agricultural literacy. "Crops in a box."
Jamie Greig- UT Knoxville
- Reporting for Shelly, the research area is CIS technology and communications in agriculture. Working with Rose to develop ag literacy extension programming and evaluate instrument reliability. They are looking to evaluate adult consumers and their ag literacy. Wants to work with Soybean board and evaluate consumer understanding of soybeans. Work with commodity groups to develop yearly campaigns to understand ag literacy related to that specific commodity and develop a tool kit to evaluate understanding. They are also working on a project that involves rural libraries and 4-h clubs and how they can work together to improve CIS knowledge. NIFA PDAL grant submission, working with Nebraska Lincoln- to recruit high school ag teachers and show them how to use VR to create agricultural experiences.
Brian Warnick- USU
- changed positions to Department head of technical education.
Closing remarks
- Brian Warnick- Reminded the group that an annual report needs to be submitted. It would be helpful to include in the report is how projects align with the W3006 objectives. Jenny needs to include how projects align with the report's objectives.
- Carl Igo: has anyone done any work evaluating retention in agricultural colleges using the JMALI survey? (CSU has a 5-year study) Curious about the possibility of the upcoming round of USDA NIFA grants to measure ag literacy amongst indigenous populations? Using the instrument with international graduate students? – Rose to work with individuals in Australia
- Deb S- Rose JM should send a survey to ask people to report their activities under each objective
- The movement to adjourn by Deb S
- Accepted
- Meeting concludes
Accomplishments
<p class="p1">The W3006 has completed its third year working on agricultural literacy research. The committee has focused this year on efforts that strengthen programs and research studies through multi-state collaborative efforts. Several members of the committee have worked together to measure the agricultural literacy levels of Cooperative Extension professionals and their primary volunteers across multiple states; others have worked together to evaluate groups of college-aged students. The progress on these efforts is noted in the minutes from the fall 2022 meeting. Accomplishments and limited impacts are reported under each of the W3006 objectives below. The committee is optimistic that we can continue collaboratively to increase the reach of impact-based evidence. </p><br /> <p class="p1"><strong>Accomplishments by Objective</strong></p><br /> <p><strong>Objective 1: Assess the agricultural knowledge of diverse population segments related to agriculture, including consumers, students, and producers. Specifically, explore and/or measure: a. points of acquisition of agricultural knowledge; b. decisions made based on assessed knowledge.</strong></p><br /> <p><em>Accomplishments: Outputs & Milestones</em></p><br /> <p>1a. Using the Judd-Murray Agricultural Literacy Instrument (JMALI), data was collected and/or analyzed during the spring of 2022 for three states, Utah, Kansas, and New Mexico. Utah State University (Rose Judd-Murray), Kansas State University (Gaea Hock & Nellie Hill), and New Mexico State University (Shannon Norris-Parish) worked collaboratively to determine how Cooperative Extension professionals and primary volunteers performed on the agricultural literacy assessment. Arizona (Jeremy Elliott-Engel, University of Arizona) was slated to participate in this multi-state effort, but their process was delayed.</p><br /> <p>In the full study, participants had a foundational awareness of agricultural production as noted by their agricultural literacy equaling factually literate (≥ 8 correct answers) or higher. In New Mexico (N = 41), 51% of professionals (n = 21) scored an applicable proficiency answered ≥ 12 questions correctly, which was the highest percentage among the states. The volunteer data from New Mexico was an exception, however, as the low response rate (n = 5) for this population is not representative of the population. The low response rate was due in part to a new system that used a non-centralized volunteer database. Interestingly, most employees in all career stages and states worked for Extension less than three years. These trends could also represent how long professionals have served in a particular role for the organization, as most reported participating for five years or less. More notable, however, is there were no significant relationships in any career stage or years of service related to the agricultural literacy proficiency scores. Comparatively, the length of time multi-state volunteers served had no significant effect on their proficiency scores. While these results are somewhat reassuring to know literacy levels were consistent, we question why there is not a difference among career stages. Because many of the participants had been in the profession for three years or less, we wonder if their agricultural literacy levels could be higher due to the proximity of completing a degree or relearning material because of relocating to a new position.</p><br /> <p>The JMALI was also slated to be used by Oregon State University to collect data on their college students but was delayed. They are in the process of obtaining ethics approval to conduct it in spring 2023.</p><br /> <p>Kevin Curry, Penn State University, developed a similar agricultural literacy assessment for K-2<sup>nd</sup> grade students and have partnered with elementary schools. Study has been delayed due to continued COVID challenges.</p><br /> <p> CQ University researchers (Sydney location) reached out to Dr. Judd-Murray regarding the use of JMALI to measure the agricultural literacy of their college student populations. They sought collaboration for using the instrument and will partner with Utah State University to modify the instrument for use in Australian agricultural literacy research. The goal is to move the effort forward to a study publication and greater international development in agricultural literacy.</p><br /> <p>1b. Debra Spielmaker, Utah State University, worked with a graduate student on a case study to understand the baseline proficiency of students at Tri-Center Elementary school in Neola, Iowa. The research was guided by two objectives: 1. To determine a baseline of the agricultural literacy proficiency knowledge of kindergarten through fifth grade students at Tri-Center Elementary, 2. To make recommendation to Iowa program leaders concerning the development of programming to increase agricultural literacy. A paper was published and presented at AAAE in May 2022.</p><br /> <p>1c. Josh Stewart, Oregon State University, reported hosting two Summer Ag Institutes (SAI). Geographically located East and West, they were designed for local and regional elementary and secondary teachers. The institutes each draw approximately 25 teachers/year for a week-long, immersive experience. The SAI is a partnership with Oregon Farm Bureau, Oregon Ag in the Classroom (AITC), and local agricultural producers.</p><br /> <p>1d. Josh Stewart, Oregon State University, reported the co-authorship of a successful Specialty Crop Block grant with Oregon AITC. The purpose of the grant is four-fold: to record "coffee talks with specialty crop producers and scientists at Oregon State for use in secondary classrooms, to create lesson plans and activities for teachers to use, to provide professional development for teachers around using the videos and lesson plans, and to conduct at least five live, virtual farm tours where students have the chance to ask producers questions.</p><br /> <p>1e. Rose Judd-Murray, Utah State University, along with colleagues Debra Spielmaker and Michelle Burrows, has completed the validation of a 6-8<sup>th</sup> grade agricultural literacy assessment based on the benchmarks of the National Agricultural Literacy Outcomes. The 15-question assessment measures the proficiency levels of youth in a sliding scale of measurement (exposure, factual literacy, and applied proficiency). The completion of this instrument means that there is now a validated agricultural literacy assessment for K-12 through post-high school assessment (re: adults). The instrument will be finalized and made available for free on the <a href="https://www.agliteracy.org">National Center for Agricultural Literacy</a> (NCAL) website.</p><br /> <p>1f. Kellie Enns and Jenny Bennett, Colorado State University, utilized the Longhurst-Murray Agricultural Literacy (LMALI) assessment with elementary school students and measured student affinity for desire to be involved in agricultural careers.</p><br /> <p>1g. Denise Stewardson, Utah State University, obtained a Specialty Crop Block grant and paired agricultural education with nutrition education. She used this grant and an additional smaller grant to develop nutrition resource boxes for 3-5<sup>th</sup> grade students (i.e., Crops in a Box). She is currently working on crafting an evaluation to investigate how nutrition education impacts students’ agricultural literacy.</p><br /> <p>1h. Shelly Rampold, University of Tennessee at Knoxville, continues to work on a collaborative project with Nebraska (PDAL grant) to recruit high school agricultural teachers for training that improves their understanding and use of virtual reality (VR) technology. The effort is designed to improve virtual agricultural experiences and agricultural exposure.</p><br /> <p><em>Impacts</em></p><br /> <p>1a. Debra Spielmaker, Utah State University, notes that the research conducted this year found some short-term impacts, however the “no impact findings’ of these studies did provide information for changes that could lead to greater impacts. She conducted research and presented a peer-reviewed paper on "A Case Study: Agricultural Literacy Proficiency in an Iowa Elementary School." This research meeting poster has also been accepted as an article in the Journal of Agricultural Education (in press). This study sought to measure the impacts of an agricultural literacy intervention. While this research was not structured as a pretest and posttest, the study was conducted to understand the history of interventions at Tri-Center Elementary as a part of establishing a baseline for agricultural proficiency at this school. The results demonstrated that 3rd and 4th grade students performed at a exposure and factual literacy levels, as predicted. However, the majority of fifth grade students also performed at the factual literacy level. Researchers expected these students to score at a proficient level based on the intervention provided. This demonstrated the intervention had an impact on the majority of 3rd and 4th graders, but not 5th graders. This research provides insight for program planners to make decisions about next steps with Iowa agricultural literacy outreach at this school.</p><br /> <p>The peer-reviewed research poster "Agriculture in the Classroom Preservice Teacher Seminar Evaluation" found that the Utah AITC preservice program had a short-term impact where 92% of the preservice teachers found the seminar informative and they planned to use Utah AITC resources in the future. However, mid-term survey of a low response rate (12%) indicated participants did not follow through in their own classrooms. We (the researchers) recommended to the Utah AITC program leaders that they find ways to follow-up or engage with these teachers in professional learning communities during their first few years of teaching to remind the new educators about the resources, and how to use them to address curricular standards. Utah AITC staff should also consider the timing of the seminar within the undergraduates’ course sequence to ensure most effective placement for more immediate implementation of the resources. With these changes, this study should be replicated.</p><br /> <p>1b. Oregon State University and their block grant partners have filmed three virtual farm tours for the project. Those videos have reached 6,766 students in 427 separate classrooms. The outputs associated with this project have yet to show intermediate to long-term impact, but they can be associated with the potential for future impact due to student and teacher exposure to agricultural content.</p><br /> <p>1c. Rose Judd-Murray, Nellie Hill, Gaea Hock, and Shannon Norris (USU, KSU, NMSU) noted that the multi-state research effort related to JMALI assessment of Extension professionals and volunteers showed the potential for more impact due to the study highlighting the need for state-level preparedness efforts to support agricultural literacy advancement across various career stages and suggested state staff and faculty seek opportunities to help Extension personnel and volunteers refine acquired knowledge. Additionally, indirect connection with Extension leaders increased opportunities for collaboration. Due to this connection, the Department of Agricultural and Extension Education (New Mexico) has increased direct contact with representatives in all 33 counties who now have awareness of the JMALI instrument.</p><br /> <p><strong>Objective 2: Assess attitudes, perceptions, and motivations of diverse population segments related to agriculture, such as consumers, students, and producers. Specifically, explore and/or measure: a. how perceptions, attitudes and motivations are developed; b. decisions made based on assessed attitudes, perceptions, and motivations; c. behavior changes that have occurred due to changes in attitude, perceptions, and/or motivation.</strong></p><br /> <p><em>Accomplishments: Outputs & Milestones</em></p><br /> <p>2a. Kansas State University conducted a content analysis of tweets related to Clarkson’s Farm (agri-tourism entity). The results of their study were presented at the North Central AAAE 2022 regional meeting.</p><br /> <p>2b. Josh Stewart, Oregon State University, reported hosting two Summer Ag Institutes (SAI). Geographically located East and West, they were designed for local and regional elementary and secondary teachers. The institutes each draw approximately 25 teachers/year for a week-long, immersive experience. The SAI is a partnership with Oregon Farm Bureau, Oregon Ag in the Classroom (AITC), and local agricultural producers. The SAI programs ask teachers to explore in-depth agricultural production through in-person visits to production farms and facilities, then create lesson plans for use in their classrooms.</p><br /> <p>2c. Kellie Enns and Jenny Bennett, Colorado State University, utilized the Longhurst-Murray Agricultural Literacy (LMALI) assessment with elementary school students and measured student affinity for desire to be involved in agricultural careers.</p><br /> <p><em>Impacts</em></p><br /> <p>To be determined.</p><br /> <p><strong>Objective 3: Evaluate agricultural literacy programs to measure program impact. Specifically:</strong></p><br /> <p><strong> a. measure impacts of agricultural literacy programs related to critical thinking and problem solving; b. explore and evaluate peer and participant-centered agricultural literacy programming methods to determine their effectiveness in addressing defined agricultural literacy outcomes.</strong></p><br /> <p><em>Accomplishments: Outputs & Milestones</em></p><br /> <p>3a. Debra Spielmaker, Utah State University, worked on two projects in this area. One was a synthesis of the literature on agricultural literacy to determine what recommendations had been made in regard to measuring the impacts of agricultural literacy interventions, and a second research project to determine the efficacy of an agricultural literacy workshop with K-6 preservice teachers. Both studies were presented as research posters at the Western Regional AAAE meetings in Fall 2022.</p><br /> <p><em>Impacts</em></p><br /> <p> To be determined.</p><br /> <p> </p><br /> <p><strong>Planned Projects for 2023</strong></p><br /> <p>Multi-state efforts: Continued data analysis of agricultural literacy levels of undergraduate student and Extension professionals/volunteers. Arizona has obtained ethics approval to complete the assessment of their professionals and volunteers. Plans to work as a team to expand the WAAAE paper into a full manuscript for the Journal of Extension.</p><br /> <p> Continue to explore how Clarkson’s Farm (Kansas) influences attitudes regarding agriculture.</p><br /> <p> Debra Spielmaker and Rose Judd-Murray, Utah State University, are currently working on the Agricultural Literacy Certification Program and will guide a graduate student through determining its effectiveness in 2023.</p><br /> <p> Oregon State University will continue to host the SAI workshops, work to produce impact in the Specialty Crop Block grant project through 2023, and complete the JMALI assessments with their college student population. New faculty member, Quincy Clark, will be crafting curriculum for underrepresented populations to teach problem-solving within an agricultural context (4-6<sup>th</sup> grade).</p><br /> <p> New Mexico State University will seek to investigate agricultural knowledge of diverse population segments, particularly through college students and members of support affiliations to soldiers working in food and agriculture, related to defense efforts. Additional plans to extend previous studies related to water and agricultural education awareness into the Journal of Applied Communications.</p><br /> <p> Colorado State University has a new agricultural learning laboratory in Denver. Project-based learning will be the focus for secondary agricultural education programs to address critical issues in agriculture. The CSU team has developed and will facilitate a badging program for intensive ag literacy experience at events (e.g., fairs, stock shows) in 2023.</p><br /> <p> Michelle Burrows, Utah State University, plans to work with Dr. Judd-Murray to assess FFA members with the JMALI to determine proficiency of agricultural literacy. She is also assisting Texas AITC to collect, monitor, and analyze data points related to their social media accounts.</p><br /> <p>Carl Igo, Montana State University, set to develop 8–12-minute videos to engage students in agricultural education. Videos will integrate with national core curriculum standards to encourage the use of them directly in the classroom.</p><br /> <p>Kevin Curry, Penn State University, plans to use the JMALI with PSU preservice students and “general education” students to form a comparative study related to their agricultural literacy proficiency scores.</p><br /> <p>Shelly Rampold, University of Tennessee at Knoxville, seeking to use the JMAL to assess adult consumer’s knowledge of agriculture. Will continue to work with commodity groups to develop yearly campaigns to understand agriculture related to that specific commodity and develop a tool kit to assist them in evaluation of consumer knowledge. Soybean-specific resources may be prioritized.</p>Publications
<p><strong>Bennett, J., Spielmaker, D. M.,</strong> Burrows, M. S. (2022, May 17-19). A synthesis of recommendations within agricultural literacy intervention research [Poster presentation]. American Association for Agriculture Education, Las Cruces, NM, United States.</p><br /> <p><strong>Hill, N.,</strong> Claflin, K., Specht, A., & <strong>Hock, G.</strong> (2022, October 6-8). Edutainment on the farm: a content analysis of tweets about Clarkson's Farm [Paper presentation]. North Central Region American Association for Agricultural Education Research Conference, Columbia, MO, United States.</p><br /> <p><strong>Judd-Murray, R., Hill, N., Norris, S., & Hock, G.</strong> (2022, September 19-21). A multi-state agricultural literacy assessment of extension professionals and volunteers [Paper & Oral presentation]. Western Region American Association for Agricultural Education (AAAE) Research Conference, Las Cruces, NM, United States.</p><br /> <p>Miller, A. J.,<strong> Warnick, B. K., Spielmaker, D.M.</strong> (2022, May 18-21). A case study: Agricultural literacy proficiency in an Iowa elementary school [Paper presentation]. American Association for Agriculture Education, Oklahoma City, OK, United States.</p><br /> <p>Miller, A.J., Konakis, Z.A., Yoshikawa-Ruesch, E., <strong>Spielmaker, D.M.</strong> (2022, September 19-21). Agriculture in the Classroom preservice teacher seminar evaluation [Poster presentation]. American Association for Agriculture Education, Las Cruces, NM, United States.</p><br /> <p>*W3006 committee members are bolded in the citations.</p><br /> <p> </p>Impact Statements
Date of Annual Report: 11/20/2023
Report Information
Annual Meeting Dates: 09/18/2023
- 09/20/2023
Period the Report Covers: 10/01/2022 - 09/30/2023
Period the Report Covers: 10/01/2022 - 09/30/2023
Participants
Members Present: Rose Judd-Murray, Jenny Bennett, Kellie Enns, Nellie Hill, Shannon Norris-Parish, Annie Specht, Kathryn Stofer, Michelle Burrows, Nicole Volk, Brian Warnick (Administrative Advisor).Members Absent: Kimberly Bellah, Murray State University (no longer at Murray State University)
Carl Igo, Montana State University (no longer at MSU)
Debra Spielmaker, Utah State University (retired)
Denise Stewardson, Utah State University (phased retirement)
Thomas Dormody, New Mexico State University
Gaea Hock, Kansas State University
Kevin Curry, Penn State University
Josh Stewart, Oregon State University
Jonathan Velez, Oregon State University
Tyler Granberry, University of Tennessee
Jamie Greig, University of Tennessee
Taylor Ruth, University of Tennessee
Carrie Ann Stephens, University of Tennessee
Amber Rice, University of Arizona
Cary Trexler, University of California—Davis
Haley Clement Traini, Oregon State University
Jihyeong Son, Washington State University
Shelli Rampold, University of Tennessee, Knoxville
Stephanie Lemley, Mississippi State University
Desiree Rucker, National Institute of Food and Agriculture
Cicely Smith, University of California—Davis
Guests Present: Amelia Miller, Theresa Murphrey